Tag Archive for summary

Online Learning of A Doll’s House, Day 8

Goals for the Week:

  1. Finish reading and analysis of A Doll’s House by Henrik Ibsen.
  2. Understand why A Doll’s House is considered feminist, and how it remains relevant today.
  3. Collaborate with your teacher or classmates to discuss the play.

Today’s Checklist:

  1. Read the second half of act III of A Doll’s House by Henrik Ibsen (from when Dr. Rank leaves to the end of the play)
  2. Consider Torvald’s reaction to Krogstad’s letters.
    • How did he react after reading the first letter? How did his behavior change after reading the second letter?
  3. Consider Nora’s actions at the end of the play.
    • What did Nora do at the end of the play? What choice did she make? Do you think she made the right decision?

Today’s Lesson!


  • ELAGSE9-10RL6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Learning Target: 

I can analyze a particular cultural experience by reading A Doll’s House so that I can understand why Nora’s actions at the end of the play were radical.


Take a look at this scene from the very end of A Doll’s House. This isn’t the very very end, but it is close to it – listen closely to Nora when she talks about her most important duties in life:

Work Session: 

Today we finish reading Act III of A Doll’s House. We will start when

  • Here is my annotated copy of the text. You can add your own comments on Google Docs!
  • Here is the full text of the play  – use this if Google Docs gives you trouble.
  • Here is the full audiobook, if you would rather listen to it. That link should take you directly to where today’s reading starts 🙂

While you read, consider our checklist questions for the day:

  1. Consider Torvald’s reaction to Krogstad’s letters.
    • How did he react after reading the first letter? How did his behavior change after reading the second letter?
  2. Consider Nora’s actions at the end of the play.
    • What did Nora do at the end of the play? What choice did she make? Do you think she made the right decision?

And that’s it! You’ve read the entire play!!! Congratulations!

Closing Session: 

Every time we read a book, you guys are always all like “Can’t we just watch the mooooovieeeeeeeee????” and usually I say no, we’re reading this, and the movie is awful anyway. But in this case, A Doll’s House is a play, and plays are meant to be watched! So here it is!

You’re not required to watch the whole thing, but let’s face it, we’re all bored out of our skulls at this point, right? Watch whatever parts you need to get a better understanding of the play.

Looking Ahead: Tomorrow’s Checklist

If you want to get ahead on things, here is what we’re going to be doing tomorrow!

  1. Read and consider this article on Toxic Masculinity from The New York Times
  2. Read and consider this comic on the concept of “Mental Load”
  3. Read and consider this depressing study on how women are expected to handle all the household work


World Lit: from Book 24, Achilles and Priam


  • ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia ELA
  • ELAGSE9-10RL2 Determine a theme or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Georgia ELA
  • ELAGSE9-10RL3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Georgia ELA

Students will read and analyze book 24 of The Iliad, completing critical reading questions at the end of the selection.

Opening Session
Clean Classics Summarized: The Iliad

Work Session
We’re going to finish reading The Iliad today! I am reasonably sure these copies are correct and not missing any pages, but you never know….so be on the lookout.

After we read the ending of the story together, I want to discuss it as a class briefly and recap what happens after it ends. You know, how the Trojan War ends and that sort of

Finally, we will finish out the day by working on the Critical Reading questions at the end of the selection. You will also have some time tomorrow to finish them up.

3-2-1: For a ticket out the door, consider the ending of The Iliad and write down 3 things you found interesting, 2 things that were surprising, and 1 thing you would have changed if you had been writing the story.

Formative (Critical reading questions, class discussions)

Process (Scaffolding); Product (extended questions)

AP Lang: Finishing The Crucible

Standard:  ELAGSE11-12RL3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Learning Target: I can analyze the characters’ actions and the author’s intent in The Crucible.

Opening Session:  The Crucible summary by Shmoop

Work Session: Today we’re continuing to read The Crucible! Let’s try and finish the play today!!!

Closing Session: VOCAB QUIZ! and Journal Check!!

Assessment: Formative (journal check, class discussions)

Differentiation: Process (scaffolding)

Homework: Read 20 minutes in your Free Choice book

World Lit: The Art of Objectivity

Standard: ELAGSE9-10SL2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Learning Target: I can write and revise an effective, objective summary.

Opening Session: Let’s finish The 11th Hour from yesterday! We should have just a few minutes left.

Work Session: Flip in your books to page 407 and let’s talk summary! We’re going to briefly discuss the Looking For Evidence section on page 407, then turn over to 408 and I would like each of you to complete the chart. Afterwards, you will share with a peer. Finally, we will do the Explanatory Writing Prompt on page 409 to summarize the movie we just watched.

Closing Session: Share out! What did you think of the movie? Did it change your opinion on climate change?

Assessment: Informal (book check of summary)

Differentiation: Process (Scaffolding)

World Lit: Things Fall Apart, Day 4

Standard: ELAGSE9-10RI3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Learning Target: I can analyze a the author’s choices of structure and series of events in Things Fall Apart.

Opening Session: Things Fall Apart Summary, ala Shmoop

Work Session: Today we are continuing to read Things Fall Apart! We are going to read chapters 7 and 13 today – we are skipping a chunk in the middle of the book, chapters 8-12. So to make sure we’re all on the same page, I am going to read a couple summaries to you, just so we’re all caught up.

Ch. 8: http://www.sparknotes.com/lit/things/section3.rhtml

Ch. 9-11: http://www.sparknotes.com/lit/things/section4.rhtml

Ch. 12: http://www.sparknotes.com/lit/things/section5.rhtml

After we read the summaries, we will pick back up reading chapter 13 of the book.

Closing Session: Let’s analyze a bit of the author’s purpose here. For a TOTD, share out why you think Achebe decided to include this large section smack dab in the middle of his book that doesn’t have a lot of relevance to this main plot.


1.      haggle: an instance of intense argument (as in bargaining)

2.      coiffure: the arrangement of the hair

3.      callow: young and inexperienced

4.      pestle: a hand tool for grinding and mixing substances in a mortar

5.      foolhardy: marked by defiant disregard for danger or consequences

6.      frond: compound leaf of a fern or palm or cycad

7.      succulent: full of juice

8.      pandemonium: a state of extreme confusion and disorder

9.      stingy: unwilling to spend

10.   harbinger: something indicating the approach of something or someone

Assessment: Formative (read alouds, class discussions)

Differentiation: Process (Scaffolding)